本文選題：漢語委婉語 + 韓國��； 參考：《華中師范大學》2013年碩士論文

【摘要】：委婉語是一種普遍的社會語言現象,它以獨特的視角反映出歷史的變遷,充當了言語交際的“潤滑劑”。本文以漢語委婉語的本體論研究和對韓漢語委婉語教學實踐研究為主體,在前人基礎上對漢語委婉語進行闡述,再結合韓國漢語教學國情、韓國漢語學習者學習特點對對韓委婉語教學提出些許意見。 本文主要包括以下幾個部分： 一、引言。引言部分首先明確了本文的研究對象,并綜述了國內外的研究現狀,總結其中的成果和遺留問題,給本文所帶來的啟發(fā)；其次是落實本文的研究重難點,本體論部分嘗試從社會心理角度對委婉語分類,而委婉語的實踐教學上探尋以漢語詞委婉語為核心的教學法；最后在研究思路上,設計了委婉語調查問卷,以統(tǒng)計結果作為參證,為教學策略的探索提供語料。 二、委婉語的定義及動因機制。明確委婉語的定義是后續(xù)研究的基礎,在總結前人的定義基礎上,結合本文委婉語分類標準提出自己的見解；語言的文化鏡像和文化傳承功能加之委婉語作為歷史文化“活化石”的特殊地位促使筆者從傳統(tǒng)文化觀念角度探尋委婉語產生的原因。 三、委婉語的特點及分類。這一部分主要從歷時和共時的角度來總結委婉語的特點,從歷時角度,委婉語隨著時代的變化更新?lián)Q代；從共時角度,地域文化差異決定了它的地域性和民族性,委婉語的含而不露決定了它的間接性,個體的差異性決定了它的語域性。委婉語分類方面在總結當前學界流行的三種分類標準：規(guī)約化程度、構成手段、指稱對象的基礎上,將詞匯的委婉義、文化內涵和委婉語的社會心理相結合劃分出避諱類、敬畏類、撫慰類、求雅類、掩飾類五類。 四、對韓漢語委婉語習得情況及偏誤分析。這一部分主要是交代委婉語調查問卷的設計思路以及問卷統(tǒng)計結果,從內外兩方面尋找偏誤出現原因,外因上主要是韓語的負遷移和漢語本身的復雜性,而內因上與韓國社會的嚴謹作風、考試第一的社會現狀所促成死記硬背的學習方法以及學生性格特點息息相關。 五、對韓漢語委婉語教學的啟示。這一部分從教育主體即教師和學生角度出發(fā),提出關于知識儲備、心理建設等方面的要求；在教材方面,針對韓國國情提出要漢字繁體簡體比較教學的方法和先聽后讀再說的教學順序,減少母語的負遷移；在教學方法上,文化教學、語境教學的同時嘗試構建以漢語詞委婉語為中心的詞匯網絡,利用韓國學生的漢語認知基礎提高漢語學習效率。 六、結語。結語部分闡述本文的總體研究情況并指出本研究的不足及對未來的展望、建議。
[Abstract]:Euphemism is a universal social linguistic phenomenon, which reflects the historical changes from a unique perspective and acts as a "lubricant" for verbal communication. Based on the ontological study of Chinese euphemism and the practical study of Korean euphemism teaching, this paper expounds Chinese euphemism on the basis of predecessors, and combines with the situation of Korean Chinese teaching. The learning characteristics of Korean Chinese learners offer some suggestions on Korean euphemism teaching. This paper mainly includes the following parts: first, introduction. The preface first defines the research object of this paper, and summarizes the domestic and foreign research status, summarizes the achievements and legacy problems, brings inspiration to this paper, and second, implements the important and difficult points of this research. The ontology part tries to classify euphemism from the angle of social psychology, and explores the teaching method with Chinese euphemism as the core in the practical teaching of euphemism. The statistical results are taken as reference to provide data for the exploration of teaching strategies. Second, the definition and motivation mechanism of euphemism. The definition of euphemism is the basis of further research. On the basis of summing up the previous definitions and combining with the classification standard of euphemism in this paper, the author puts forward his own opinion. The cultural mirror and cultural heritage function of language and the special status of euphemism as historical and cultural "living fossils" urge the author to explore the causes of euphemism from the perspective of traditional cultural concepts. Third, the characteristics and classification of euphemism. This part summarizes the characteristics of euphemism from the perspective of diachronic and synchronic. From the diachronic point of view, euphemism changes with the times. Euphemism determines its indirectness and individual difference determines its register. In the aspect of euphemism classification, on the basis of summing up three popular classification standards in current academic circles: the degree of stipulation, the means of constitution and the object of reference, the euphemism, cultural connotation and social psychology of euphemism are divided into taboo categories. Awe class, soothing type, seeking elegant category, disguise class five kinds. Fourth, to Korean Chinese euphemism acquisition situation and error analysis. This part is mainly to explain the design ideas of euphemism questionnaire and the results of the questionnaire, looking for the causes of errors from both inside and outside. The external causes are mainly the negative transfer of Korean and the complexity of Chinese itself. The internal factors are closely related to the rigorous style of Korean society and the present situation of examination-first society, which contribute to rote learning methods and students' personality characteristics. Fifth, the enlightenment to Korean euphemism teaching. In this part, from the point of view of the main body of education, that is, teachers and students, the author puts forward the requirements of knowledge reserve, psychological construction and so on. In view of the national conditions in South Korea, it is proposed to compare the teaching methods of traditional Chinese characters with simplified Chinese characters and the order of teaching before reading, so as to reduce the negative transfer of mother tongues; in terms of teaching methods, culture teaching, Meanwhile context teaching attempts to construct a vocabulary network centered on Chinese euphemism so as to improve the learning efficiency of Chinese by using Korean students' Chinese cognitive foundation. Conclusion. The conclusion describes the general research situation of this paper and points out the shortcomings of this study and the prospects for the future.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：H195.3

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